A r c h i v e d  I n f o r m a t i o n

Chapter 2
The Development and Implementation of
Education Standards in Germany
(Part 3 of 5)

Lower Secondary Schools

Among the lower secondary schools we visited were two combined Haupt/Realschulen and a Gesamtschule in Central State, a Realschule in South State, and a combined Haupt/Realschule in East City.

Although most schools that we visited at this level were schools with both Hauptschule and Realschule students, students in these combined schools attended classes based on the track that they were "enrolled" in. Classes for Hauptschule students clearly offered a curriculum, which was at a more basic level than that offered to Realschule students. However the students we met were all eager to talk about their view of schooling and their academic or vocational plans. As confirmed through our interviews with teachers, Realschule students seemed to participate more actively in their classes than did Hauptschule students.

In this section we examine the current status of the lower secondary schools, with regard to curriculum development and implementation, textbooks, homework, exams, and grading. The conversations that we had with teachers, administrators, students, and parents from these schools, as well as the classroom observations in math and science, offered insights into the application of multiple sets of standards and the existence of differing expectations, aspirations, and opportunities.

Curriculum Development and Implementation

The curriculum. The guidelines issued by the Ministry of Education in Central State are comprehensive and open-ended. There are separate curricula for math and each of the sciences that apply to all lower secondary schools. The guidelines also include suggestions for adapting the level of difficulty and presentation of the curricula to students at the different school forms. Each of the curricula guidelines covers tasks and goals, pedagogical considerations, tips for developing lesson plans, and the content of, for example, biology instruction (physiology, anatomy, psychology, genetics, and ecology).

The guidelines also include a comprehensive outline of the number of periods each subject must be taught at each grade level. For example, Central German Hauptschule students receive a total of 20 periods per week over 5 years (an average of 4 periods per week each year) of instruction in math through the 9th grade, 7 periods for biology, 4 for chemistry, and 6 for physics. Realschule students have 24 periods per week of instruction in math, 8 in biology, 6 in chemistry, and 8 in physics. In both school forms, math ranks second (behind German) along with English (in the Hauptschule) or the first foreign language (in the Realschule) in total hours of instruction.

The challenge for teachers is to transform the curriculum guidelines into specific lesson plans. According to Realschule teachers, the math in the Realschule and Gymnasium is basically the same in terms of content but not in depth and orientation. As in other subjects, the Realschule is more practice-oriented. In fact, a Gymnasium teacher in South City, in describing the differences in the way math is taught in these two schools, remarked that students from his Gymnasium would probably be unable to pass a math exam at the Realschule because of this difference. In addition to the differences in the depth and presentation of math between school forms, there is some variability between tracks offered at the Realschule. For instance, at a Realschule we visited in South State, the curriculum in 9th-grade math in the natural sciences track was roughly equivalent to that of 10th-grade math in the business track.

The table below gives an overview of the periods of math instruction per week throughout lower secondary school.

Table 1 — Periods of math instruction per week in various tracks at the three school types in South State

The prevailing view among Hauptschule and Realschule teachers in Central State was that many of the official framework curricula were no longer relevant. According to a physics-technology education teacher at a combined Haupt/Realschule, who was also the school's assistant principal, the curricular guidelines in math and the sciences had lost their significance. He said that, as a result, teachers relied on ministry — approved textbooks to develop the curriculum in math, biology, chemistry, and physics. He also noted that there was a lack of cooperation among faculty in designing lesson plans based on curriculum guidelines and in agreeing on a common set of course objectives. Given the work involved in developing a comprehensive curriculum, "most teachers are concerned only with teaching their weekly workload of 26 periods." Another Hauptschule math-technology teacher said:

At this school, curriculum development is very laid back. It should really not be this way and I regret it very much. I'm the department head for technology education, and I?ve been trying for 4 years to strengthen cooperative relationships among my colleagues, but without success. Every teacher works for himself. That is also the case for math. There is no curriculum in this school.

Another Hauptschule teacher said the curriculum development process in his school was based on the motto: "I'll do a little bit of this, a little bit of that; it will somehow all work out." To counteract this drift, many teachers recommended more assistance, guidance, and orientation, so that specific learning objectives could be realized by the end of each school year.

At present, there is no system in Central State Hauptschule and Realschule to determine whether or not learning objectives are met. This means that cooperation is "coincidental not institutionalized," in the words of one teacher. This teacher described the situation as follows:

Cooperation increases the likelihood of greater accountability. This represents a problem for many of my colleagues. Indirectly the classroom door is opened. There is a silent majority, which prevents this. In this situation I would not rely on persuasion but power. But then again, I'm not the Minister of Education. (Hauptschule teacher, Central State)

Other things also influenced the delivery of instruction and student achievement. Hauptschule teachers said that one of the frequent challenges that they face is the resolution of conflicts that arise. These must be addressed before any meaningful learning can take place. For example, there may be a girl who does not know how to deal with her anger, a boy whose father beat his mother before school, or a girl who is always trying to monopolize the teacher's attention.

Teachers said that unlike many of the Hauptschule students, Realschule students tend to come from more stable and supportive homes, where parents are aware of the relationship between academic achievement and future employment opportunities. In addition, they are often better students. As a result, Realschule teachers are able to devote more time to the business of teaching their courses.

The Realschule math curriculum emphasizes problems related to the real world and introduces concepts that students can make use of in their lives. Although the state's curricular guidelines are binding, teachers in Central State said that they do not feel constrained because of the decentralized nature of the education system. In addition, a math-physics teacher said that it was easy to follow the official curricular guidelines, since the author of the eighth-grade mathematics textbook used in that school had also worked on the curricular development commission.

Most of the Gesamtschule teachers we spoke with in Central State also described a high degree of freedom and flexibility in interpreting the state's curriculum guidelines. A science teacher used "evolution" as an example of this, explaining that while he is required to cover this topic in eighth-grade biology, it is up to him whether to discuss the evolution of the horse or of human beings. He said that this freedom allows teachers to adapt the curriculum to their own interests. An exception to this was the content for chemistry for ninth-grade Gesamtschule students, which is less flexible and more demanding for the sake of those who plan to continue their schooling in the upper level of the Gymnasium.

In South State, as in Central State, curricular guidelines are issued by the Ministry of Education. However, the Hauptschule and Realschule have a more distinct identity than they do in Central State. They are clearly differentiated from each other and from the Gymnasium in terms of curricula. The Hauptschulen and Realschulen in South State also have higher standards and therefore better reputations and more prestige than they do in Central State.

The curriculum for the Realschule is a 450 page document which describes the education and training goals and philosophy of the school, outlines the curriculum for each grade, and details what is to be covered in each subject, including the number of periods allocated to each topic. In addition, all Hauptschule 9th-graders and all Realschule 10th-graders in South State must take a centrally developed completion exam in order to graduate. As an instrument of accountability, this exam defines the curriculum which must be covered in the classrooms.

Unlike Central State, teachers in South State said that curriculum development within schools is marked by a high degree of cooperation among teachers. For example, a teacher may evaluate tests given by her colleagues to determine if they are comparable in terms of the level of difficulty. Or, teachers may exchange tests, something that is virtually unheard of in Central State.

Teachers we interviewed at a combined Haupt/Realschule in East City spoke of the difficult transition from a centrally prescribed curriculum, in the days of the German Democratic Republic (East Germany), to a set of curricular guidelines issued by the state Ministry of Education. The current state curriculum guidelines for chemistry in grades 8 to 10 are similar to those of South State. They include summaries of topics for each grade, with reference to related topics covered in preceding grades. For example, guidelines for eighth-grade chemistry refer to the sixth-grade biology curriculum, where students cover the significance of oxygen as a life-sustaining substance. The Realschule track of the combined Haupt/Realschule has seven "learning areas," such as chemical reactions, air and water, atoms and molecules, reaction of acids, and metals.

Reduction in instructional periods. One complaint heard from teachers across school types was that steady cutbacks in class periods since the early 1990's were adversely affecting teaching and learning. In the Gesamtschule in Central State, biology and the other science courses formerly had double class periods; eighth-grade chemistry and biology are now taught for 1 hour a week. Teachers said that this leaves little flexibility and time to pursue students? interests.

While the Realschule math teachers we spoke to expressed satisfaction with the curriculum, they shared their colleagues' disillusionment over the gradual reduction in instructional hours. One math and physics teacher told us that when she began her career physics was taught for one period per week in the 6th grade, three periods per week in the 7th grade, and two periods per week up to and including the 10th grade. Physics is no longer offered in the 6th grade in Central State, and it is taught only two periods per week in the 7th grade, and for only one period in the 8th and 10th grades. Tenth-grade math has been reduced from five to three periods a week. "You could really work at a leisurely pace. Now, with three periods some students are left in the lurch. Nevertheless, nothing has changed in the curriculum," one teacher explained. She described a no-win situation in which teachers could not do justice to both the subject matter and the students' needs.

Textbooks

Many Hauptschule teachers said that they develop their own curriculum based on the assigned textbook. Criticisms of the math textbook, shared by students, included poor explanations and lack of suitability for independent study. An English and civics teacher complained about a textbook containing characters with whom the students could not identify and in which the material was presented in contrived situations. One of the main purposes of each chapter is to present a grammatical point, and this is made too obvious in the readings and dialogues. She claimed that success was minimal as a result of the methodology, the textbook, and its distant relationship to the real world.

At the Realschule, teachers said that the textbook is all-important for mathematics but rarely used in physics, because the current text is too difficult. One teacher explained that she distributed the physics text in class from time to time when she wanted her students to read a specific section. After the work had been completed, students returned the books to the shelves.

The children aren't able to work with the book. The authors were not successful in developing a textbook, which could easily be used by children. There are some parts which can be used in the classroom but which still require explanation. But to use the text as an integral part of the course. . .impossible.

Teachers said that to compensate for the shortcomings of the texts they have to develop many of the materials on their own.

At the Gesamtschule, one of the science teachers we spoke to preferred not to work with textbooks. Students in an eighth-grade biology class that we observed did not have books. Instead, there was a limited number of books which the teacher occasionally handed out in class and which the students returned before class was over. The reason the teacher offered as to why each student did not have his or her own book is that they "do very little with the books at home anyway." As in the other school types, the purpose of textbooks, especially in the sciences, is to provide information about a particular point and to serve as a reference. This is based on the rationale that students must learn the material in class from the teacher and class discussion rather than from a book. There was also a shortage of books because of budgetary problems, in spite of the official regulation that all schools in Central State must provide textbooks and other required materials free of charge.

Homework

Homework is not as important at the Hauptschule as it is at the Realschule and other school types. One Hauptschule teacher assigned math homework every day but not on weekends, because he believed that students should have time to relax. "The workload is not particularly heavy, because the kids are involved in other activities, such as part-time jobs, sports, and afternoon native language instruction," he explained. Homework is generally not graded but is checked for completion. The same teacher also collected notebooks 2 or 3 times a semester to see if the students were solving the problems correctly.

Another teacher admitted to not assigning homework in order to "make life easier" for herself and because it is a "senseless task" to check homework. The only exception is when there is a need to review material or occasionally prepare for the next class. The only reason she collected student notebooks was to determine whether they had met the nonacademic criteria that appear on the report card, such as diligence or behavior. She characterized this routine as "an idiotic task."

Not surprisingly, Hauptschule students generally spend less time on homework than their peers at other school forms. The students we spoke to spent between 30 minutes and 1 hour each day on homework, most of which is assigned in English, German, and math. Even the most involved parents were not well informed about the type or frequency of homework assigned to their children. One mother was adamant that it was not her job to check up on her daughter. In response to a question about the frequency with which homework was assigned, she replied: "I have no idea. I don't check up on her. I think she's old enough. That's her problem. She has to answer to the teacher. I have nothing do to with it." Her husband agreed that it is their daughter's responsibility.

Realschule students had homework nearly every day which usually took them from 15 to 30 minutes per major subject to complete for a total of 1 to 2 hours each night. In the Realschulen we visited in Central State, homework is never graded. However, it is signed by the parents and checked in class by the teacher to make sure the work was done correctly. According to the parents, the purpose of homework is to enable teachers to determine whether students have learned what has been taught in the classroom. One mother of an eighth-grade boy was against assigning too much homework, because she felt it was important for children to have sufficient leisure time to relax and prepare psychologically for the next day's work.

One of the teachers at a Gesamtschule admitted that he was not a "big fan" of homework. He said that he gave very few assignments and these usually took no more than 10 minutes to complete. In contrast, the teacher?s son, who attended a Gymnasium, spent up to 3 hours per day on homework. The same teacher rejected the view that teachers who assign a lot of homework are better teachers.

Teachers frequently stated that one of the problems immigrant students face is that their parents often have a poor understanding of German and therefore frequently show little interest in their children?s schoolwork. One Turkish student explained that whenever he had problems with a homework assignment, there was no one to help him. As a result, he often came to school unprepared and ended up receiving a failing grade for not having done his homework. In addition, he must also help his younger sister with her homework. In reaction to the lack of assistance and support from his parents, he felt that students should be able to complete their homework in school to eliminate the advantage that some of his classmates have.

Exams and Grading

The standards for grading vary with the level of difficulty expected at the various school forms, with the most rigorous grading standards upheld at the Gymnasium. One teacher compared a 1 in the Realschule with a "3" in the Gymnasium, adding that students who are poor at the Gymnasium with a "4" or "5" are able to achieve a "3" in the Realschule. The grading differential between the Realschule and Hauptschule was estimated to be in the range of 1 to 1.5 points as well.

Report cards are issued twice a year in all of the school forms, and as with the major exams, the report cards must be signed by a student's parents. A student's grade for each subject consists of exam scores, class participation, homework, and quizzes.

Hauptschule students take six to eight exams per year in each of their primary subjects of German, English, and mathematics. However, Hauptschule students' preparation for exams is generally minimal. One student, who had been transferred from the Realschule because of failing grades, admitted to doing no preparation for exams "because it is not necessary once you learn the subject matter." In addition, teachers said that in most cases Hauptschule students need only attend their classes on a regular basis to receive a passing grade.

Hauptschule students in Central State are rarely held back. In order for a student to be promoted to the next grade, every "5" on a student's report card must be averaged out by a "4" in another subject. Although report cards are sent home to be signed by parents, students said that grades are not normally discussed with their parents. One ninth-grade teacher described the report card as "the notification of the school to the parents about the academic progress of their children." Parents have the option of making an appointment with the teacher, who must be able to justify the grades. In cases of extreme dissatisfaction, parents in Germany have the right to take legal action; however, this never occurs in the Hauptschule.

As a means of coping with large numbers of foreign and immigrant students, one Hauptschule teacher assigns "individual grades" to foreign students who will only be in Germany for a short period of time. She explained:

This can be done for children who are in Germany only for 1 year; other children understand that one distinguishes between students and makes differing demands. You just say 'that's a grade for Giovanni, that's his grade.'

Then she makes a note on the report card so that language handicaps are taken into consideration.

Realschule students take six major exams each academic year in their primary subjects, including math. The students we spoke to did limited preparation for math exams, and preparation mainly consisted of reviewing homework and the textbook. One student admitted to only looking over his notes before school on the day of the exam. He explained that "If you don't know how to do the stuff by then, you're not going to be able to do it during the exam anyway." In science, students are evaluated more on the basis of in-class experiments than on written work.

Realschule teachers in Central State generally develop their own exams. One teacher explained that she occasionally developed math and physics exams in cooperation with a colleague; however, this frequently did not work because the other teacher has a less capable class. It could also be difficult to settle on the same date to give the exam. In response to a follow-up question about grading and the level of difficulty, this teacher noted that the material covered in the "weaker" class was different and that it was possible and "probably easier" to receive a "2" in that class than in hers.

As in the Hauptschule and Gesamtschule, very few Realschule students are held back in Central State. A failing grade in two major subjects (e.g., math and German) will result in having to repeat the grade. However, it is possible to compensate for a failing grade in one subject by receiving a higher grade in another. For example, if a student receives a "5" in religion and a "2" in physical education, she will pass.

In South State, Realschule students' grades are based on four exams in the primary subjects of English, German, and math, and on short oral exams of 10 or 15 minutes duration, which can take place anytime. The teacher only has to inform students that they will be graded on their responses. The pop oral exam may deal only with content from recent classes. All other courses have two major exams per year and one pop oral exam per formal test. In addition, the standards for promotion are higher in South State than in Central State. Realschule students in South State will be held back if they receive more than one grade of "5."

Completion. Students in Central State graduate from the Realschule by maintaining a satisfactory grade point average. This is the case in many states; however, in some states such as South State, Realschule students must take a centrally developed completion exam following the 10th grade.

As with the central Abitur in South State, there is a comparison at the end of the year among all of the schools, and average grades are publicized throughout the state to monitor trends for particular classes, teachers, or schools. The results are used by the Ministry of Education to evaluate performance, and teachers must justify a negative deviation from the average.

Although Hauptschule students do not take completion exams in most states, the grades which they achieve at the Hauptschule can be important determinants for future education and training opportunities. As a result of credential inflation, Hauptschule students face stiff competition for apprenticeships in part-time vocational schools. One 16-year-old immigrant student had plans to attend a Berufsschule after graduation to study auto mechanics. His below-average performance in school, however, would make it exceedingly difficult for him to secure a place in the school and an apprenticeship in his chosen field. In a moment of candor and introspection, this student expressed regret at not having worked harder in Grundschule, so that he could continue his education in the Realschule instead of the Hauptschule. As he has gotten older, this student has realized how important a higher school qualification is and its implications for further education and the world of work.

Classroom Observation

The following classroom observations provide an opportunity to compare and contrast the different school types, focusing on the level of instruction and different challenges that teachers may face.

Hauptschule: Ninth-grade math. The classroom was located in a converted building across the street from the main school building. Of the 13 students in the class, the majority were foreigners, some of whom were still learning German. The room itself was rather colorless with several computers at the back and one at the front, all of which had been donated.

The work, which was done on the chalkboard, included figuring out percentages and interest. For example:

The teacher emphasized the importance of working out an equation rather than simply identifying the correct answer. While he worked with students at the board, several others talked amongst themselves. The atmosphere was relaxed and informal. The teacher often told students to "turn around," "be quiet," or "calm down" in order to maintain discipline.

Toward the end of the class, one boy volunteered to work on a problem on the board. A bill totals 375 DM and 14 percent of that amount is sales tax. Assumption: 114 percent is contained in the price. What is the actual net amount? 375/114

375 (125)/114 (38) * 100 (net)

A fair amount of class time was taken up with the teacher's admonitions to students who were misbehaving, which limited the time spent on solving math problems and responding to student questions. The foreign or immigrant students seemed to be the most attentive and focused on the task at hand.

Realschule: Eighth-grade math. The following classroom observation gave us a sense of how Realschule eighth-grade students differ from their peers in the Hauptschule, not only in terms of course content but also behavior and attitudes towards the subject matter.

The teacher asked the 20 students in the class to solve the algebra problems she had written on the board. Students raised their hands and snapped their fingers to be called on to do the work. She encouraged them to calculate, not guess. If a boy or girl was having difficulty solving the problem, the teacher called on classmates to lend a hand.

The classroom atmosphere was lively and positive. The students were orderly and focused, but there was occasional talking and kidding amongst themselves. An occasional note was passed from one student to the next. The teacher's style was one of firmness and humor. ("If you don't keep quiet, you'll be next person to go to the board.") The same four to five students usually volunteered to solve a problem, and the teacher did not call on others. With some exceptions, most of the students appeared to enjoy math. The teacher later remarked about the motivation of the class and the relaxed classroom atmosphere, adding, "I have the impression that math is the favorite subject of most students, because it doesn't deal with opinions. The answer is either right or wrong; everything is somehow clearer."

The next task was to solve two problems, one of which was mandatory and the other optional. During this time, the teacher moved about the classroom and helped those who were having difficulties. The students were then allowed to work together. The problems were later put on the board and discussed. As in other math classes, the teacher emphasized the process of isolating and finding the value of "X" over simply identifying the correct answer.

The third and final task was to solve several problems from the textbook. The teacher's instructions were to work alone, if at all possible. She appeared to want to find out the extent to which the students understood the material, and she made it clear that the work would not be graded.

Realschule: Ninth-grade math (Business track). The teacher began the class by writing a list of questions and topics on the board that would be covered in the lesson. He was very deliberate and methodical in this. The 33 students, an equal mix of boys and girls, all paid attention and copied what he wrote down. After outlining the agenda for the day?s lesson, the teacher worked through it point by point. He asked questions about how the problem should be answered. If the student was correct in his response, then the teacher would write the answer on the board. If the student was not correct, the teacher would either make light fun of him or simply pass quickly to the next person. At one point, the teacher asked the students to pull out their calculators and calculate the answer for a problem. The structure of the lesson was simple, clear, and repetitive, and there was a high degree of cooperation on the part of the students. As a math class in the business track this course represents 2 years of work stretched over 3 years and was combined with practical math, such as accounting, since someday many of the students would be in the business world.

Gesamtschule: Eighth-grade biology. The purpose of the class was to summarize a film the students had seen on the life of the Neanderthal Man. The teacher, a man, began by asking the students questions about where the Neanderthal Man was from, when he lived, and details about his lifestyle and culture. In the course of these discussions he touched on tool-making, burial of the dead, and hunter-gatherer societies. He deflected guesses with humor and called on other students for the correct answer. If no one knew the answer, he supplied it.

After discussing the chronological order of each type of ancient man, the teacher gave the students the in-class assignment of cutting out skulls, body shapes, and tools on a worksheet and pasting them on another worksheet under the corresponding categories and historical periods. Each column had to be labeled by the students. Those students who were unable to complete the work by the end of class did it as a homework assignment.

This class focused on low-level cognitive skills and revolved around the teacher with minimal student participation. The final in-class activity of cutting and pasting shapes and the homework assignment were reminiscent of an elementary rather than a junior high school project. The teacher later admitted that eighth-grade biology has relatively low standards, adding that he "tries to make it fun but the class is not intellectually demanding."

Parental Involvement and Expectations

Although both Hauptschule and Realschule parents expressed concern about the quality of their children's education, the former tended to have a more laissez-faire attitude toward education, while the latter were actively involved in their son's or daughter's education, including school governance through membership in parents' councils. Compared to Gymnasium and Realschule parents, the Hauptschule parents had few expectations about their children's academic or career path. To the contrary, several expressed concern over what they perceived to be excessive performance pressure in the school. One mother made it clear that she does not actively "check up" on her daughter but rather waits to hear from the school if there are any problems. This "hands-off" approach was a reaction to her upbringing, to "performance pressure" and to parents who think their children "must be the best, have everything, get their Abitur, study at a university. . . ."

Realschule parents said that they viewed school as a means of acquiring knowledge that would be useful later in life, to prepare for a profession, and to make their way in society. What they expected from the school was a sense of community, small classes, teachers who cover the material at a pace which allows all children to learn, and an open and informal atmosphere.

Unlike their peers at the Hauptschule and Gesamtschule, Realschule students had parents who were supportive of the school and their work. They spoke enthusiastically of the practical value of acquiring basic arithmetic skills to handle money or, in the case of an architect, more advanced math skills to be able to design a building. Another difference was that the Realschule parents we spoke with generally had a higher level of education than the parents of the Hauptschule students, and they were therefore employed in professions that required at least a vocational qualification.

Although the Realschule students we interviewed had not given a great deal of thought to their postgraduation plans, their parents had definite ideas about how they envisioned the future. One mother envisioned a Realschule diploma and a trade for her son, while her friend hoped that her son would graduate from the Realschule and continue his schooling at a specialized Gymnasium, where he could earn an Abitur and enter the business world. In addition, both parents expressed the hope that there would be jobs for their children when they were ready to enter the world of work and that they would end up doing something they enjoyed.

Consistent with its designation as the "dumping ground" of the German education system, the Hauptschulen which we visited in Central State attracted students who were not qualified to attend any other school form and teachers who, in some cases, happened to be teaching in a Hauptschule because no other positions were available.

Teachers said that many Hauptschule students came from families that were not particularly supportive of education or oriented towards academic achievement. In addition, parental involvement in school activities was virtually nonexistent. One Hauptschule teacher reported that only two parents came to an open house. To compensate for this apathy, some teachers reached out to parents by calling them on a regular basis to discuss problems that their children might be experiencing. As one teacher told us, "Children stumble sometimes. It is then that we as adults most hold out our hand for a moment and let them regain their balance and continue to make their way." The assistant principal of a combined Hauptschule and Realschule also had this to say about the importance of supportive teachers.

Hauptschule teachers must be accepting and willing to let the kids become a part of their lives emotionally. This differs from Gymnasium students, who have the ability to compensate for the lack of interaction and contact that they have with their teachers.

According to several teachers, although many Hauptschule have a high percentage of foreign students, the German students cause most of the problems. They attribute this to the parents' lack of involvement in their children's lives, and they noted that parents who take an interest in their children's schoolwork have their sights set on either the Realschule or Gymnasium for their child.

The children of those parents who don't care go to the Hauptschule. The children are left alone. Their parents don't come to the open house, don't come to the school for appointments with teachers and so on. They're afraid of the school. The foreign children are the stronger students. A stronger work ethic. They work like there's no tomorrow. The German children just sit there and marvel. (Hauptschule teacher)

[Chapter 2 (Part 2 of 5)]

[Chapter 2 (Part 4 of 5)]